Teacher expectations can influence children's psychosocial outcomes; yet not all children confirm teacher expectations. Social psychology and developmental psychopathology offer theories to help predict which children are susceptible to teacher expectations and which children resist those expectations. To date, however, almost no empirical research has tested these predictions. In addition, very few researchers have examine children's differential response to high and low expectations (controlling for prior achievement). The proposed research applies what is known about expectancy process, stereotype threat, and self-verification to make and test predictions about children's differential susceptibility to expectancy effects. In particular, this research will evaluate the influence of ethnicity, gender, and self-concept in first, third, and fifth grade children's differential response to teacher expectations. Unlike previous research, the proposed project explores children's differential response to high and low expectations separately. This research also explores developmental changes in children's differential response to teacher expectations.

Agency
National Institute of Health (NIH)
Institute
National Institute of Mental Health (NIMH)
Type
Predoctoral Individual National Research Service Award (F31)
Project #
5F31MH012059-02
Application #
2890061
Study Section
Child/Adolescent Risk and Prevention Review Committee (CAPR)
Program Officer
Altman, Fred
Project Start
1999-07-01
Project End
Budget Start
1999-07-01
Budget End
2000-06-30
Support Year
2
Fiscal Year
1999
Total Cost
Indirect Cost
Name
University of California Berkeley
Department
Psychology
Type
Schools of Arts and Sciences
DUNS #
094878337
City
Berkeley
State
CA
Country
United States
Zip Code
94704
McKown, Clark; Weinstein, Rhona S (2003) The development and consequences of stereotype consciousness in middle childhood. Child Dev 74:498-515